Compreender a (in)disciplina na sala de aula: uma análise das relações de controlo e de poder
The study is part of a broader research which intended at understanding the relation between students disruptive behaviours and teachers pedagogic practices and finding out reasons underlying that relation. Theoretically it is based on Bernsteins theory of pedagogic discourse. The study is centre...
| Main Authors: | , |
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| Format: | Article |
| Language: | Portuguese |
| Published: |
Universidade do Minho
2006-01-01
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| Series: | Revista Portuguesa de Educação |
| Online Access: | http://www.redalyc.org/articulo.oa?id=37419102 |
| _version_ | 1828336960069959680 |
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| author | Maria Preciosa Silva Isabel Pestana Neves |
| author_facet | Maria Preciosa Silva Isabel Pestana Neves |
| author_sort | Maria Preciosa Silva |
| collection | DOAJ |
| description | The study is part of a broader research which intended at understanding the
relation between students disruptive behaviours and teachers pedagogic
practices and finding out reasons underlying that relation. Theoretically it is
based on Bernsteins theory of pedagogic discourse. The study is centred on
four students, from two science classes of the 6th year of schooling (ages 11-
12), who had showed distinct behaviours. It adresses the following objectives:
(1) analyse students behaviours in terms of the interaction between their
socio-affective dispositions and their specific coding orientation for power and
control relations that characterise the regulative context of teachers
pedagogic practices; (2) analyse the extent to which specificities of the
interaction may explain different levels of disruptive behaviours. The study
suggests that disruptive behaviours in the classroom are the result of the
interaction between students socio-affective dispositions to teachers
pedagogic practices and their specific coding orientation to control relations
that characterise the regulative context of those practices. It also suggests that
distinct specific coding orientations to power relations between teacher and
students may explain distinct levels of disruptive behaviours. |
| first_indexed | 2024-04-13T22:09:29Z |
| format | Article |
| id | doaj.art-d2fb665d63e64a318b843d15ff1c55e1 |
| institution | Directory Open Access Journal |
| issn | 0871-9187 |
| language | Portuguese |
| last_indexed | 2024-04-13T22:09:29Z |
| publishDate | 2006-01-01 |
| publisher | Universidade do Minho |
| record_format | Article |
| series | Revista Portuguesa de Educação |
| spelling | doaj.art-d2fb665d63e64a318b843d15ff1c55e12022-12-22T02:27:50ZporUniversidade do MinhoRevista Portuguesa de Educação0871-91872006-01-01191541Compreender a (in)disciplina na sala de aula: uma análise das relações de controlo e de poderMaria Preciosa SilvaIsabel Pestana NevesThe study is part of a broader research which intended at understanding the relation between students disruptive behaviours and teachers pedagogic practices and finding out reasons underlying that relation. Theoretically it is based on Bernsteins theory of pedagogic discourse. The study is centred on four students, from two science classes of the 6th year of schooling (ages 11- 12), who had showed distinct behaviours. It adresses the following objectives: (1) analyse students behaviours in terms of the interaction between their socio-affective dispositions and their specific coding orientation for power and control relations that characterise the regulative context of teachers pedagogic practices; (2) analyse the extent to which specificities of the interaction may explain different levels of disruptive behaviours. The study suggests that disruptive behaviours in the classroom are the result of the interaction between students socio-affective dispositions to teachers pedagogic practices and their specific coding orientation to control relations that characterise the regulative context of those practices. It also suggests that distinct specific coding orientations to power relations between teacher and students may explain distinct levels of disruptive behaviours.http://www.redalyc.org/articulo.oa?id=37419102 |
| spellingShingle | Maria Preciosa Silva Isabel Pestana Neves Compreender a (in)disciplina na sala de aula: uma análise das relações de controlo e de poder Revista Portuguesa de Educação |
| title | Compreender a (in)disciplina na sala de aula:
uma análise das relações de controlo e de
poder |
| title_full | Compreender a (in)disciplina na sala de aula:
uma análise das relações de controlo e de
poder |
| title_fullStr | Compreender a (in)disciplina na sala de aula:
uma análise das relações de controlo e de
poder |
| title_full_unstemmed | Compreender a (in)disciplina na sala de aula:
uma análise das relações de controlo e de
poder |
| title_short | Compreender a (in)disciplina na sala de aula:
uma análise das relações de controlo e de
poder |
| title_sort | compreender a in disciplina na sala de aula uma analise das relacoes de controlo e de poder |
| url | http://www.redalyc.org/articulo.oa?id=37419102 |
| work_keys_str_mv | AT mariapreciosasilva compreenderaindisciplinanasaladeaulaumaanalisedasrelacoesdecontroloedepoder AT isabelpestananeves compreenderaindisciplinanasaladeaulaumaanalisedasrelacoesdecontroloedepoder |